Books and Journals in Humanities, Social Science and Performing Arts

Individual Differences and Processing Instruction

James F. Lee [+–]

University of New South Wales

James F. Lee is Deputy Head of the School of Humanities and Languages at the University of New South Wales, Sydney, Australia. His research focuses on second language reading comprehension and input processing. He is the author of Tasks and Communicating in Language Classrooms and is the co-author of Making Communicative Language Teaching Happen, both with McGraw-Hill.

Alessandro G. Benati [+–]

University of Greenwich

Alessandro Benati is Director of the Centre of Applied Research and Outreach in Language Education at the University of Greenwich (CAROLE) and Professor of Applied Linguistics and Second Language Studies. He has a strong publications record with twelve established monographs, chapters and articles in international journals (Language Awareness, IRAL and Language Teaching Research). He is a regular reviewer and sits on the editorial board of established international journals in the field of second language learning and teaching.

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction.

Table of Contents

James F. Lee is Deputy Head of the School of Humanities and Languages at the University of New South Wales, Sydney, Australia. His research focuses on second language reading comprehension and input processing. He is the author of Tasks and Communicating in Language Classrooms and is the co-author of Making Communicative Language Teaching Happen, both with McGraw-Hill.

Alessandro Benati is Director of the Centre of Applied Research and Outreach in Language Education at the University of Greenwich (CAROLE) and Professor of Applied Linguistics and Second Language Studies. He has a strong publications record with twelve established monographs, chapters and articles in international journals (Language Awareness, IRAL and Language Teaching Research). He is a regular reviewer and sits on the editorial board of established international journals in the field of second language learning and teaching.

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction.

James F. Lee is Deputy Head of the School of Humanities and Languages at the University of New South Wales, Sydney, Australia. His research focuses on second language reading comprehension and input processing. He is the author of Tasks and Communicating in Language Classrooms and is the co-author of Making Communicative Language Teaching Happen, both with McGraw-Hill.

Alessandro Benati is Director of the Centre of Applied Research and Outreach in Language Education at the University of Greenwich (CAROLE) and Professor of Applied Linguistics and Second Language Studies. He has a strong publications record with twelve established monographs, chapters and articles in international journals (Language Awareness, IRAL and Language Teaching Research). He is a regular reviewer and sits on the editorial board of established international journals in the field of second language learning and teaching.

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction.

Alessandro Benati is Director of the Centre of Applied Research and Outreach in Language Education at the University of Greenwich (CAROLE) and Professor of Applied Linguistics and Second Language Studies. He has a strong publications record with twelve established monographs, chapters and articles in international journals (Language Awareness, IRAL and Language Teaching Research). He is a regular reviewer and sits on the editorial board of established international journals in the field of second language learning and teaching.

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction. In this chapter, three major areas of inquiry within the theoretical and empirical framework concerned with the effects of individual differences on second language learning will be briefly presented. The author will examine working memory, language aptitude and age from a cognitive and psycholinguistic perspective. The concepts of working memory, aptitude and age differences will be explained and the relevance of these factors to second language acquisition highlighted.

James F. Lee is Deputy Head of the School of Humanities and Languages at the University of New South Wales, Sydney, Australia. His research focuses on second language reading comprehension and input processing. He is the author of Tasks and Communicating in Language Classrooms and is the co-author of Making Communicative Language Teaching Happen, both with McGraw-Hill.

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction. This chapter is comprised of two distinct parts: a review of research findings on processing instruction and an assessment of the limitations of that research. First, the author reviews the existing research on PI, organized according to the seven different research foci that have guided the research; these are PI’s research strands. In doing so, the author aims to establish that the previous research has both breadth and depth. Two questions guide the review. What research has been carried out in each of these areas? What are the general findings of that research?

James F. Lee is Deputy Head of the School of Humanities and Languages at the University of New South Wales, Sydney, Australia. His research focuses on second language reading comprehension and input processing. He is the author of Tasks and Communicating in Language Classrooms and is the co-author of Making Communicative Language Teaching Happen, both with McGraw-Hill.

Dickinson College

Assistant Professor of Spanish

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction. In this chapter, the authors study the subjunctive/indicative Contrast after the Adverb ‘cuando’.

Alessandro Benati is Director of the Centre of Applied Research and Outreach in Language Education at the University of Greenwich (CAROLE) and Professor of Applied Linguistics and Second Language Studies. He has a strong publications record with twelve established monographs, chapters and articles in international journals (Language Awareness, IRAL and Language Teaching Research). He is a regular reviewer and sits on the editorial board of established international journals in the field of second language learning and teaching.

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction. In this chapter, the authors provide further evidence in support of the Age Hypothesis and the Native Language Hypothesis by measuring the effects of processing instruction on the acquisition of English passive constructions among school-age and adult native speakers of Turkish. Processing instruction was used in this study to alter one of the processing strategies captured by VanPatten’s (1996) First Noun Principle (P2).

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction. In this chapter the author will provide further evidence in support of the Secondary Transfer-of-Training Hypothesis, the Cumulative Transfer-of-Training Hypothesis and the Age Hypothesis by measuring the effects of processing instruction on the acquisition of past imperfective aspect, subjunctive mood and causative constructions in French with school-aged children (9–10 years old).

Alessandro Benati is Director of the Centre of Applied Research and Outreach in Language Education at the University of Greenwich (CAROLE) and Professor of Applied Linguistics and Second Language Studies. He has a strong publications record with twelve established monographs, chapters and articles in international journals (Language Awareness, IRAL and Language Teaching Research). He is a regular reviewer and sits on the editorial board of established international journals in the field of second language learning and teaching.

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction. This study addresses the question of whether age plays a significant role in the effectiveness of a type of grammar instruction called ‘processing instruction’ (VanPatten, 1996, 2004, 2007).

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction. This study combines the two instructional methods, namely PI and IE, using TTIE with colour enhancement and explores whether and to what extent they can have a positive impact on second language acquisition.

Alessandro Benati is Director of the Centre of Applied Research and Outreach in Language Education at the University of Greenwich (CAROLE) and Professor of Applied Linguistics and Second Language Studies. He has a strong publications record with twelve established monographs, chapters and articles in international journals (Language Awareness, IRAL and Language Teaching Research). He is a regular reviewer and sits on the editorial board of established international journals in the field of second language learning and teaching.

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction. The aim of the present study is to investigate the extent to which two different approaches to grammar instruction affect young learners of different ages in the acquisition of a specific grammatical feature, namely the third singular person of the English present simple tense.

James F. Lee is Deputy Head of the School of Humanities and Languages at the University of New South Wales, Sydney, Australia. His research focuses on second language reading comprehension and input processing. He is the author of Tasks and Communicating in Language Classrooms and is the co-author of Making Communicative Language Teaching Happen, both with McGraw-Hill.

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction. In this chapter the author considers the differential benefits to learners of receiving processing instruction as we move closer to identifying the characteristics of the ‘some learners’ the author referred to. The chapter begins with the research published before this volume emerged (Part I) and then move to consider the findings presented in this volume of research (Part II). Finally, the author suggest avenues for future investigation (Where to Now?).

James F. Lee is Deputy Head of the School of Humanities and Languages at the University of New South Wales, Sydney, Australia. His research focuses on second language reading comprehension and input processing. He is the author of Tasks and Communicating in Language Classrooms and is the co-author of Making Communicative Language Teaching Happen, both with McGraw-Hill.

Alessandro Benati is Director of the Centre of Applied Research and Outreach in Language Education at the University of Greenwich (CAROLE) and Professor of Applied Linguistics and Second Language Studies. He has a strong publications record with twelve established monographs, chapters and articles in international journals (Language Awareness, IRAL and Language Teaching Research). He is a regular reviewer and sits on the editorial board of established international journals in the field of second language learning and teaching.

This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction.

ISBN-13 (Hardback)

9781845533434

Price (Hardback)

£60.00 / $100.00

ISBN-13 (Paperback)

9781845533441

Price (Paperback)

£19.99 / $34.95

Publication

01/11/2013

Pages

244

Size

234 x 156mm

Readership

researchers

Reviews

Individual Differences and Processing Instruction makes a significant contribution to L2 research on processing instruction by carefully examining the role of individual differences on results generated by this pedagogical intervention. A clear strength of the volume is its breadth in relation to the range of individual variables that are investigated, the linguistic forms and structures that are included and the number of first and second languages that are examined. A must-read for researchers and students interested in instructed second language acquisition in general and processing instruction in particular.Teresa Cadierno, University of Southern Denmark